Definition of the target group(s)

Special education is provided to the following groups of children and young people who require special organisation of the teaching and learning processes and special working methods:

• children and young people with disabilities: 

  • with an intellectual disability: 

    • a mild intellectual disability,

    • a moderate intellectual disability,

    • a severe intellectual disability;

  • deaf;

  • with hearing impairment;

  • blind;

  • with visual impairment;

  • with a motor disability, including aphasia;

  • with autism, including Asperger’s syndrome;

  • with multiple disabilities (that is, with at least two of the types of disability listed above);

• socially maladjusted children and young people;

• children and young people at risk of social maladjustment.

 

Special education is provided to pupils on the basis of a statement of special educational needs (SEN) (SEN statement) (referred to in the national legislation as ‘a statement on the need to provide special education’). A SEN statement sets out recommended forms of special education, depending on the type of disability, including the degree of intellectual disability. (A statement is a legally binding decision-type document, as opposed to an opinion, which is a recommendation-type document; see below).

(Article 127, Act of 14 December 2016, The Law on School Education (as subsequently amended)/ (ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe)

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym)

Children and young people with a profound intellectual disability participate in the compulsory preschool preparatory year and in full-time and part-time compulsory education provided in the form of rehabilitation-and-education classes.  

Children and young people attend rehabilitation-and-education classes on the basis of a statement of the need for such individualised or group activities, issued by a counselling and guidance centre.

(Article 36, section 17, The Law on School Education)

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).

If, due to their health condition, children or young people are unable to attend a nursery school, an alternative preschool education setting or a school, they follow individualised one-year preschool preparatory classes or an individualised learning programme, based on a statement of the need for such type of provision.

(Regulation of the Minister of National Education of 9 August 2017 on individualised compulsory one-year preschool preparatory education for children and individualised learning programmes for children and young people (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży)

Early childhood development support

The school education system provides early childhood development support from the time when the child’s disability is diagnosed until the time when the child starts school. It is based on an opinion recommending early childhood development support (referred to in the legislation as “an opinion on the need for early childhood development support’). (An opinion is a recommendation-type document, as opposed to a statement, such as a statement of special educational needs, which is a legally binding decision-type document; see above).

(Art. 127, sections 5-9, The Law on School Education)

(Regulation of the Minister of National Education of 24 August 2017 on early childhood development support / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

Assessment committees in public counselling and guidance centres issue statements and opinions on the following matters:

• statements (referred to in the legislation as ‘statements on the need for’): 

• special education (statements of special educational needs);

• individual or group rehabilitation-and-education classes;

• individualised preschool preparatory year;

• individualised learning / teaching; 

• opinions (referred to in the legislation as ‘opinions on the need for’): early childhood development support.

(Regulation of the Minister of National Education of 7 September 2017 on statements and opinions issued by assessment committees in public counselling and guidance centres (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 7 września 2017 r. w sprawie wydawania orzeczeń i opinii działających w publicznych poradniach psychologiczno-pedagogicznych).

As part of the government programme offering comprehensive family support, ‘For life’ (information in Polish only), which was established in 2017, specialist care is also available to children at risk of developing a disability (in particular, children up to 3 years of age) and their families.

Specialist care includes rehabilitation activities and nursing care. It is provided in the leading coordination-rehabilitation-care centres, based on a medical certificate.

There were 320 such centres in 2023.  On average, they provide early development support to more than 20,000 children and families each year.

(Act of 4 November 2016 on the ‘For Life’ Support Programme for Pregnant Women and their Families (as subsequently amended)/ Ustawa z dnia 4 listopada 2016 r. o wsparciu kobiet w ciąży i rodzin „Za życiem” )

(Resolution no. 160 of the Council of Ministers of 20 December 2016 on the comprehensive family support programme, ‘For Life’(as subsequently amended) / Uchwała Nr 160 Rady Ministrów z dnia 20 grudnia 2016 r. w sprawie programu kompleksowego wsparcia dla rodzin „Za życiem” )

Regulation of the Minister of Education and Science of 30 August 2023 on the detailed tasks of the leading coordination-rehabilitation-care centres / Rozporządzenie Ministra Edukacji i Nauki z dnia 30 sierpnia 2023 r. w sprawie szczegółowych zadań wiodących ośrodków koordynacyjno-rehabilitacyjno-opiekuńczych)

Specific learning difficulties

For pupils with specific learning difficulties, educational requirements, based on a curriculum, are adapted to their individual developmental and educational needs and psychological and physical abilities. Such pupils also receive psychological and educational support.

Specific learning difficulties are understood as learning difficulties identified in pupils with normal intellectual abilities, which result from their specific perceptive, physical and cognitive characteristics and are not determined by any neurological problems.

(Article 3, sub-section 33, The Law on School Education of 14 December 2016, as subsequently amended / ustawa z dnia 14 grudnia 2016 r. – Prawo oświatowe)

Specific learning difficulties are diagnosed and confirmed in an opinion by specialists working in a counselling and guidance centre.

Opinions on specific learning difficulties are issued by:

• public counselling and guidance centres; and

• non-public counselling and guidance centres which are established under Article 168 of the Law on School Education and employ specialist highlights with qualifications required of specialists working in public counselling and guidance centres.

(Article 127, section 11, The Law on School Education)

Opinions on specific learning difficulties can be issued to pupils:

• not earlier than after Grade III of the primary school;

• not later than upon completion of education in the primary school; and

• only in duly justified cases, to a pupil of a post-primary school. 

(Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych).

With a permission given by the head of a school, particularly gifted children and young people can follow:

• an individualised learning programme; or

• an individualised learning path. 

(Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedures for granting permission to follow an individualised learning programme or learning path and the organisation of an individualised learning programme or learning path / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

Permission is granted:

• at the request or with the consent of an adult learner or of a child’s parents;

• after consultation with the school’s teaching council and a public counselling and guidance centre, including a specialist centre;

• upon completion of at least one year of education, or after the pupil’s mid-year assessment and in duly justified cases.

Psychological and educational support (counselling and guidance) is provided to all pupils who have been found to be in need of such support. All institutions in the school education system are required to provide psychological and educational support.

Although the legislation does not define special educational needs, the term is understood very broadly, and its meaning is determined by the needs of a child, pupil or learner.

Special needs may result, in particular, from:

• disability;

• social maladjustment;

• risk of social maladjustment;

• behavioural or emotional disorders;

• special talents;

• specific learning difficulties;

• competence deficits and verbal communication disorders;

• a long-lasting illness;

• crisis or traumatic situations;

• school failure;

• child neglect resulting from the financial situation of the pupil and his / her family, ways of spending free time and contacts in the home environment;

• adaptation difficulties due to cultural differences or to the change of the learning environment, for example, upon return from abroad.

Psychological and educational support is provided to the child on the basis of:

• an assessment of the child’s needs by the teacher conducting classes, class tutor or a specialist;

• an opinion identifying the need to provide such support, issued by a public or non-public counselling and guidance centre;

• a statement of the need to provide such support, issued by an assessment committee in a public counselling and guidance centre.

Support can also be provided at the request of:

• parents;

• pupils themselves;

• the head of the nursery school or school (or another educational institution);

• a teacher assistant;

• a Roma education assistant;

• a school nurse (referred to as an educational setting nurse) or a school hygienist;

• a social worker;  

• a court custodian;

• a family assistant;  

• a non-governmental organisation;

• an institution or entity working for family, children and young people.

Schools provide health care to pupils, which includes:

• preventive healthcare for pupils until they reach the age of 19; 

  • for pupils who have a statement of special educational needs until they finish a post-primary school;

• health promotion;

• dental care until pupils reach the age of 19.

Public schools are also required to provide access for pupils to a prevention healthcare and pre-medical care office.

A school nurse (referred to as ‘educational setting nurse’) and a school hygienist are not school employees and only provide preventive healthcare services within the premises of a school.

(Act of 12 April 2019 on Healthcare Services for Pupils / Ustawa z dnia 12 kwietnia 2019 r. o opiece zdrowotnej nad uczniami)

Non-Polish nationals in full-time or part-time compulsory education are offered educational support on the same conditions as Polish nationals, but only until they reach the age of 18 years or finish a post-primary school.

(Art. 165, sections 1-2, The Law on School Education)

Specific Support Measures

All children and young people, including those who have a statement of special educational needs (SEN statement), may attend mainstream nursery schools and schools. The decision is taken by the child’s parents or the adult learner.

A public primary school may not refuse to take a child who lives in its catchment area. 

Assessment of progress, promotion, and mid-year (end-of-term) and end-of-year assessment

The statutes of a school lay down detailed arrangements for internal pupil assessment.

When giving mid-year (end-of-term) or end-of-year marks for behaviour to a pupil with diagnosed developmental disorders or disfunctions, teachers should take into account the impact of such disorders or disfunctions on the pupil’s behaviour, based on:

• a SEN statement; or

• a statement on individualised learning; or

• an opinion from a counselling and guidance centre, including a specialist centre.

If the mid-year or end-of-year assessment (or end-of-semester assessment in a post-secondary school) demonstrates that due to the level of his / her learning achievements, the pupil will be unable or will find it difficult to continue education in a higher grade (or a higher semester in a post-secondary school), the school is required to provide conditions for the pupil to bridge the gaps in learning.

Teachers are required to adapt educational requirements to the pupil’s individual developmental and educational needs and psychological and physical abilities. This principle applies to all types of mainstream, integration and special schools.

Educational requirements are adapted on the basis of:

1. a SEN statement and recommendations in the individualised education-and-therapy programme;
2. a statement of the need for individualised learning;
3. an opinion from a counselling and guidance centre;
4. an assessment of the pupil’s individual developmental and educational needs and individual psychological and physical abilities, carried out by teachers and specialists conducting classes for the pupil;
5. an opinion from a medical doctor on the pupil’s limitations in performing specific physical exercises during physical education classes.

For example, the following adjustments can be made to methods and forms of work with the pupil to address his / her needs resulting from difficulties or developmental disorders:

• adjusting the method of communication with the pupil;

• extending working hours where necessary;

• dividing the material into smaller segments, reducing the number of tasks to be performed, and increasing the number of exercises and revisions;

• making frequent references to concrete examples, and applying a heuristic method which promotes multi-sensory cognition;

• using additional teaching resources and technical equipment;

• repeating rules applicable in the classroom, setting clear limits or boundaries and ensuring that they are respected.

A multifaceted specialist assessment of the pupil is conducted to measure the progress made by pupils in special education, regardless of whether they attend a mainstream, integration or special nursery school, alternative preschool education setting or school. It is carried out by teachers and specialists, allows them to develop and, subsequently, modify an individualised education-and-therapy programme for each pupil.

Nursery schools and schools at all education stages use descriptive assessment for pupils with a moderate or severe intellectual disability. Due to the specificity of education provided to such pupils and the individual pace and scope of their learning, achievements in each sphere of pedagogical and rehabilitation intervention are planned on an individual basis.

The rules for promotion and assessment of disabled pupils with normal intellectual abilities and pupils with a mild intellectual disability are the same as for pupils without a disability.

Pupils are promoted to a higher grade if they have received, in accordance with specific criteria, positive marks for all compulsory subjects and classes, except subjects and classes from which they have been exempted. The decision to promote a pupil to a higher grade is taken by the school’s teaching council. A pupil who has not been promoted to a higher grade (or to a higher semester in a post-secondary school) repeats a given year (or semester).

For a pupil with a SEN statement attending an integration class or school, a mid-year or end-of-year mark for classes is given by the teacher conducting the classes after consultation with a teacher employed to co-conduct education. The same rule applies to mainstream classes and schools where a teacher is additionally employed to co-provide education to pupils holding a SEN statement. For details about teachers co-conducting classes, see Additional staff below. 

In a school at a district education centre, juvenile detention centre or juvenile shelter care home, the class tutor gives mid-year and end-of-year marks after consultation with teachers and tutors of this institution.

As in the school years 2021/2022 and 2022/2023, in 2023/2024 a pupil who is a Ukrainian national  and attends a , does not undergo a mid- or end-of-year of assessment if the school’s teaching council establishes that:

• the pupil has no or insufficient knowledge of the Polish language to follow the education programme; or

• the range of classes taught in a preparatory unit does not make it possible to conduct an end-of-year assessment of the pupil.

Instead of an end-of-year certificate, such a pupil receives a certificate of preparatory class attendance, which includes the following information:

• the number of hours of the Polish language classes attended;

• the classes attended, together with the weekly number of hours of each type of class, and a descriptive assessment of the pupil’s knowledge and skills;

• the pupil’s aptitudes, abilities and interests; and

• other information about the pupil that the teacher conducting classes considers relevant to the further education process of the pupil.

A preparatory unit in a stage I sectoral vocational school or a technical secondary school enables pupils to take selected elements of the core curriculum for a given occupation (as defined for sectoral vocational education).

Since pupils attending a preparatory unit in a vocational school cannot achieve all learning outcomes defined in the core curriculum for a given occupation, they are not eligible for assessment if they meet the conditions listed above. In such cases, a certificate of preparatory class attendance will help to assign them to the appropriate grade in the next school year.

(Regulation of the Minister of Education and Science of 21 March 2022 on the organisation of education and care for children and young people who are Ukrainian nationals / Rozporządzenie Ministra Edukacji i Nauki z dnia 21 marca 2022 r. w sprawie organizacji kształcenia, wychowania i opieki dzieci i młodzieży będących obywatelami Ukrainy)

Pupils in primary schools, including district education centres, schools within juvenile detention centres or juvenile shelter care homes, who:

• hold a SEN statement,

• follow a curriculum with at least a one-year delay,

• obtain marks classified as positive in the school assessment system for all compulsory classes and classes in an ethnic / national minority language or the regional language,

• are considered capable of learning curricular contents covering two years within one school year,

may also be promoted to a higher grade during the school year.

A pupil with a moderate or severe intellectual disability who has a SEN statement is promoted to a higher grade and finishes the school based on a decision of the school’s teaching council. In its decision, the council takes into account recommendations made in the pupil’s individualised education-and-therapy programme. 

(School Education Act of 7 September 1991 (as subsequently amended) / Ustawa z dnia 7 września 1991 r. o systemie oświaty; Regulation of the Minister of National Education of 22 February 2019 on the assessment, eligibility for assessment and promotion of pupils and learners in public schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 22 lutego 2019 r. w sprawie oceniania, klasyfikowania i promowania uczniów i słuchaczy w szkołach publicznych)

Psychological and educational support (counselling and guidance)

Each institution in the school education system (a nursery school, alternative preschool education setting, school or another establishment) is required to provide psychological and educational support (counselling and guidance) to children and young people attending them, and their parents and teachers, in line with individual needs identified. The legislation lays down arrangements for the provision and organisation of such support in public nursery schools, schools and other public educational institutions.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

Such support is also offered by counselling and guidance centres. The legislation lays down arrangements for the provision and organisation of support in public counselling and guidance centres.

(Regulation of the Minister of National Education of 1 February 2013 on the detailed operational rules for public counselling and guidance centres, including specialist centres (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 1 lutego 2013 r. w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych).

 

In consultation with the body administering a given nursery school or school (or another educational institution), the school head employs teachers and specialists providing psychological and educational support, based on the identified needs.

Once they have identified the need to provide psychological and educational support, a teacher, class / group tutor or specialist:

• immediately offers support in ongoing work with the pupil;  

• informs thereof the person responsible for the coordination of psychological and educational support:

• the pupil’s class tutor: in a school or another institution within which a given school operates;

• the head of the nursery school or another institution: in a nursery school or another institution which does not comprise a school; or

• another person appointed by the head.

It is the responsibility of a support coordinator to determine:

• the forms of support to be provided;

• the period during which support will be provided;

• the number of hours allocated to each form of support.

The pupil’s parents or the adult learner concerned are informed about the need to provide psychological and educational support.

Pupils and adult learners receive psychological and educational support on a voluntary basis. Public institutions in the school education system provide support on a free-of-charge basis.

The class tutor or the head of a school (or another institution) collaborates with the pupil’s parents or with the adult learner in planning psychological and educational support to be provided. Depending on the pupil’s or adult learner’s needs, the school head or the class tutor also collaborates with:

• other teachers, tutors and specialists working with the pupil or adult learner,

• a counselling and guidance centre,

• a school nurse (educational setting nurse),

• a school hygienist,

• a Roma education assistant,

• a teacher assistant,

• a social worker,

• a probation officer appointed by a court of justice,

• non-governmental organisations,

• other institutions and entities working for families, children and young people.  

For pupils who have a statement of special educational needs (SEN statement), psychological and educational support is planned and coordinated by a team of teachers, class tutors and specialists working with pupils.

Nursery schools, schools and other educational institutions provide support to pupils (learners) in the following forms:

Teachers, class tutors and specialists, who have qualifications required for a given type of classes / activities, conduct such classes or activities using active learning methods.

Psychological and educational support is also offered to pupils’ parents and teachers in the form of:

• advisory and counselling sessions;

• workshops;

• training sessions.

In providing psychological and educational support, heads of (nursery) schools collaborate with:

• counselling and guidance centres;

• pupils’ parents;

• in-service teacher training institutions;

• other nursery schools, schools and educational institutions;

• non-governmental organisations and other institutions working for families, children and young people.

Workshops and training sessions are conducted by teachers, class tutors and specialists. They also organise advisory and counselling sessions.

Heads assist their (nursery) schools in performing psychological and educational support tasks. This includes planning and taking measures which are aimed at improving the quality of the support provided.

(Regulation of the Minister of National Education of 9 August 2017 on the rules for the provision and organisation of psychological and educational support in public nursery schools, schools and institutions (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach)

For alternative preschool education settings, their administering bodies specify:

• objectives and tasks of a preschool education centre or unit;

• the method for achieving the objectives, including individualised development support for pupils and support for families in the process of educating children and preparing them for school, with special regard to the type and degree of their disability;

• teachers’ responsibilities, including: 

  • pedagogical observation, which aims to identify children’s developmental needs and abilities;

  • assessment of children’s readiness for school;

  • collaboration with specialists providing psychological and educational support and healthcare.

Teachers conducting classes in alternative preschool education settings:

• conduct pedagogical observations to identify pupils’ developmental potential and needs;

• assess children’s school readiness: 

  • for children taking the compulsory preschool preparatory year;

  • for 5-year-old children who may enter the primary school at the age of 6 at the request of their parents;

• collaborate with specialists providing psychological and educational support and healthcare to children;

• provide guidance to, and advise, parents on how to work with children.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania)

Gifted pupils

At each stage of education and in each type of school, particularly gifted pupils can follow:

• an individualised learning programme for one, more or all subjects / types of classes included in the timetable for a given school grade;

• an individualised learning path leading to the completion of the education cycle in any school within a shorter period.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions and procedure for granting permission for an individualised learning programme or learning path and related organisational arrangements / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków i trybu udzielania zezwoleń na indywidualny program lub tok nauki oraz organizacji indywidualnego programu lub toku nauki)

 

 

An individualised learning programme:

• is developed by the teacher who conducts classes at a given school and will supervise the pupil concerned, or is developed outside of a given school and approved by that teacher;

• is adapted to pupils’ aptitudes or talents, interests and learning abilities;

• enables the pupil to develop knowledge in the fields where he / she demonstrates above-average learning ability;

• is implemented as part of classes at school.

An individualised learning path:

• covers one, several or all compulsory subjects / classes;

• is followed by the pupil based on arrangements other than attendance at compulsory classes included in the school timetable for a given school grade;

• may be based on a curriculum which is part of the set of school curricula or on an individualised learning programme, developed by the responsible teacher or in collaboration with other teachers, including a teacher from a higher-level school, methodological advisers, psychologists, pedagogues or even the pupil himself/herself.  

Pupils following individualised learning paths can:

• attend selected classes in a given grade or in a higher grade at their school or at another school;

• attend selected classes at a higher-level school;

• follow the curriculum in full or in part on their own;

• follow the curriculum for two or more grades during one school year;

• undergo assessment and be promoted at any time throughout the school year.

Chronically ill children

Depending on the state of health, chronically ill children may require various types of measures:

• compulsory one-year preschool preparatory classes, full-time or part-time compulsory education provided as individualised one-year preschool preparatory classes or individualised learning, respectively, when they receive home care and their ill health makes it difficult or impossible for them to attend a nursery school, an alternative preschool education setting or a school;

• education at a special nursery school or school within a healthcare institution where the child is staying (for example, a hospital, sanatorium or health resort);

• if there is no school at a healthcare institution, the school that the pupil attended before admission to the healthcare institution enables him/her to take classes at the healthcare institution in a distance learning mode; 

• the school organises classes in a distance learning mode at the request of the pupil’s parents or the adult pupil and in consultation with the head of the healthcare institution and the body administering the school; 

• classes are organised in accordance with medical indications from the doctor treating the pupil or learner. 

  • the national legislation specifies the range of healthcare services provided by a school nurse or hygienist (Regulation of the Minister of Health of 24 September 2013 on the guaranteed primary healthcare benefits and services (as subsequently amended) / rozporządzenie Ministra Zdrowia z dnia 24 września 2013 r. w sprawie świadczeń gwarantowanych z zakresu podstawowej opieki zdrowotnej); 

  • a school nurse or hygienist can take care of chronically ill or disabled children only upon a written consent of the parents or the adult learner and a medical indication, and in consultation with the pupil’s / learner’s physician. 

(Art. 128, sections 4 and 5 of the Act of 14 December 2016, The Law on School Education (as subsequently amended) / ustawa z dnia 14 grudnia 2016 – Prawo oświatowe)

• healthcare services provided by a school nurse or hygienist, which can include administering medicines, conducting a therapeutic treatment or procedure necessary for the pupil during his/her stay in the school (for example, injections) if he/she is able to attend the school; 

• emergency assistance when the symptoms of an illness worsen or in the case of an accident.

Nursery schools, schools and other educational institutions should be prepared to meet the needs of chronically ill children in all those situations.

Heads of schools (nursery schools or other educational institutions) should provide:

• adequate conditions for all, including chronically ill, children during the time they spend in the school;

• safe and healthy conditions for their participation in classes / activities organised by the school outside its premises;

• care for pupils;  

• conditions for harmonious psychological and physical development of pupils through active health-promoting activities;

• facilities for first aid in emergency within their school; 

• organisational arrangements which take into account the need to provide assistance to chronically ill children; this includes: 

  • employing trained staff;

  • defining the responsibilities of staff;

  • staff training, including training in first aid;

  • for schools and institutions: recruiting a school nurse or hygienist in consultation with the competent centre of the National Health Service.

An assessment committee at a public counselling and guidance centre establishes that a pupil needs to follow individualised preschool preparatory year classes or an individualised learning path / programme for health reasons and issues a relevant statement at the parents’ request. 

Individualised preschool preparatory classes and an individualised learning programme are organised at the place of the pupil’s stay, and in particular at his / her home.

Individualised preschool preparatory classes and classes as part of an individualised learning programme are conducted by a teacher or teachers on a one-to-one basis and in direct contact with the pupil.

The scope and duration of individualised preschool preparatory classes and an individualised learning programme are determined by:

• the nursery school head; or

• the school head; or

• the person managing an alternative preschool education setting,

in consultation with the body administering a given (nursery) school / institution.

The school head consults the pupil’s parents or the adult learner about the duration and timing of classes conducted as part of individualised preschool preparatory classes or an individualised learning programme.

Individualised preschool preparatory classes:

• Classes cover the core curriculum contents for preschool education; however, at the teacher’s written request, the nursery school head may decide not to cover some contents of the core curriculum, considering the child’s psychological and physical abilities and the conditions in the place where such classes are conducted.

• Classes are conducted by one or two teachers.

• The number of hours per week for individualised preschool preparatory classes conducted on a one-to-one basis with the child:

• ranges from 4 to 6 hours, spread over at least 2 days;

• may be higher than 6 hours, with the consent of the body administering a given nursery school;

• may be lower than 4 hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum for preschool education.

Individualised learning path / programme:

• An individualised learning programme covers compulsory subjects / classes included in the outline timetable for a given type of school.

• At the teacher’s request, the school head may decide not to cover some contents, considering the pupil’s psychological and physical abilities and the conditions in the place where such classes are conducted.

• Classes are provided by: 

  • one or two teachers in grades I to III of the primary school,

  • school teachers who are appointed by the school head;

  • a teacher employed in another school, where this is justified and based on the school head’s decision.

• The number of hours per week for classes conducted with the pupil on a one-to-one basis varies depending on the type of school and the grade: 

  • 6 to 8 hours for pupils in Grades I to III of the primary school;

  • 8 to 10 hours for pupils in Grades IV to VI of the primary school;

  • 10 to 12 hours for pupils in Grades VII and VIII of the primary school;

  • 12 to 16 hours for pupils in post-primary schools;

  • may be higher than the maximum number of hours if the administering body gives its consent;

  • may be lower than the minimum number of hours, where requested by parents and justified by the child’s ill health; however, the pupil should learn the contents covered by the core curriculum.

Teachers observe how the pupil functions in terms of his / her ability to participate in the nursery school or school life in order to:

• ensure full personal development of the pupil;

• ensure the pupil’s integration in the nursery school or school environment;

• facilitate the pupil’s return to the peer group after the end of the individualised learning period.

The head of a (nursery) school provides conditions to ensure that the pupil taking individualised preschool preparatory classes or an individualised learning programme keeps in contact with his / her peers. The head should:

• take into consideration the pupil’s current health condition and findings from the observation by teachers working with him / her;

• agree the arrangements with the pupil’s parents or the adult learner.

The head arranges for various forms of participation of pupils whose ill health hinders them in attending the (nursery) school or participating in (nursery) school life. For example, they can participate in:

• classes / activities developing interests and aptitudes or talents;

• (nursery) school celebrations and events;

• selected preschool education or school classes.

In addition to the weekly number of hours for individualised preschool preparatory classes or an individualised learning programme, the following classes / activities are organised:

• rehabilitation classes / activities for pupils with disabilities;

• careers guidance classes;

• forms of psychological and educational support.

(Regulation of the Minister of Education of 9 August 2017 on individualised compulsory preschool preparatory year classes for children and individualised learning for children and young people (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie indywidualnego obowiązkowego rocznego przygotowania przedszkolnego dzieci i indywidualnego nauczania dzieci i młodzieży)

It is also possible to use distance learning techniques and methods for pupils who:

• are unable to attend school and have limitations in communication with other people due to their health condition;

• are in a healthcare institution which has no school, 

to ensure that they participate in full-time and part-time compulsory education.

(Art. 127, sections 16a and 17a, and Art. 128, section 4, of Act of 14 December 2016, The Law on School Education (as subsequently amended) / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe) 

Special education 

Special education for children and young people is provided in various forms which are presented in Diagram 1. 

The legislation sets out conditions for each type of class, including the number of pupils. 

Diagram 1. Forms of special education in Poland

Education and care for children and young people with disabilities is provided in mainstream nursery schools and schools and alternative preschool education settings which are as close to their homes as possible.

Where there is a need for special organisation of the learning process and special working methods (as indicated in a statement of special educational needs), the following support instruments are used:

• entry into compulsory full-time education may be deferred until the child reaches the age of 9 (that is, until one year later than for children without a diagnosed disability, but this is optional, depending on the child’s needs);

• an individualised education-and-therapy programme is developed and implemented;

• rehabilitation classes are conducted for pupils with disabilities (a statutory task of a nursery school, school or centre that the child attends); the minimum weekly number of hours for such classes in a school is specified in the legislation);

• social therapy classes / activities are conducted for pupils at risk of social maladjustment;

• social rehabilitation classes / activities are conducted for socially maladjusted pupils;

• additional staff employed provide support; 

• the commune (gmina) (the lowest-level local government unit) where the pupil lives provides free transport and care during transport to the nearest institution (a nursery school, another preschool education setting, a school or rehabilitation-and-education centre), or reimburses the costs of transport for the child and his/her carer, as stipulated in an agreement between the local authorities and the child’s parents (only for pupils with disabilities; the age limit for pupils entitled to free transport is specified in the legislation);

• the duration of education at a given stage may be extended or shortened; 

• external examinations can be adapted to the pupil’s needs. 

Responsibilities of the involved institutions

Communes (gmina) (the lowest-level local government units) provide special education in a nursery school, an alternative preschool education setting, a mainstream or integration primary school as their statutory task.

The head of a nursery school, school or institution or the person managing an alternative pre-school education setting, as appropriate, is responsible for the implementation of recommendations made in a statement of special educational needs (SEN statement).

As part of its responsibility for the activities of a given (nursery) school or another educational institution, the body administering the (nursery) school or institution:

• provides conditions for special organisation of the teaching and learning processes and working methods for children and young people in special education;

• provides the school or institution with educational resources and equipment which are necessary to ensure full implementation of curricula and educational programmes, conduct tests and examinations, and perform other statutory tasks.

Mainstream and integration nursery schools, alternative preschool education settings, schools and classes provide the following to children in special education:

• conditions for the implementation of recommendations made in a SEN statement;

• conditions for learning, specialist equipment and educational resources which are suited to children’s individual developmental and educational needs and psychological and physical abilities;

• classes suited to children’s individual developmental and educational needs and psychological and physical abilities, including: 

  • rehabilitation classes / activities for children and young people with disabilities;

  • resocialisation classes / activities for socially maladjusted children and young people;

  • social therapy classes / activities for children and young people at risk of social maladjustment;

  • psychological and educational support classes / activities, including specialised classes / activities;

• integration with peers, including children without disabilities;

• preparation for independence in adult life.

Individualised education-and-therapy programme

An individualised education-and-therapy programme is developed for each pupil who has a statement of special educational needs (SEN statement).

An individualised education-and-therapy programme takes into account recommendations made in a SEN statement and is developed:

• by a team of teachers and specialists working with the pupil;

• after a multifaceted specialist assessmentof the pupil’s functioning;

• where necessary, in collaboration with a counselling and guidance centre, including a specialist centre;

• jointly with parents or the adult learner with a disability if they wish so.

Parents and adult learners receive a copy of the programme.

An individualised education-and-therapy programme specifies:

• the scope of, and adjustments to be made to, the preschool education curriculum or educational requirements based on the school curriculum to address the pupil’s individual needs and psychological and physical abilities, and, in particular, the use of appropriate methods and forms of work with the pupil;

• integrated activities undertaken by teachers and specialists working with the pupil, including: 

  • rehabilitation classes / activities for a pupil with a disability;

  • resocialisation classes / activities for a socially maladjusted pupil;

  • social therapy classes / activities for a pupil at risk of social maladjustment;

which are aimed at:

• improving the functioning of the pupil, including his / her communication with the environment, using alternative augmentative communication (AAC) methods;

• enhancing the pupil’s participation in the life of his / her nursery school or school;

• forms in which, and the period during which, psychological and educational support is provided to the pupil;

• the number of hours for each form of psychological and educational support;

• activities supporting the pupil’s parents;

• the following types of classes / activities: 

  • rehabilitation classes / activities;

  • resocialisation classes / activities;

  • social therapy classes / activities;

  • other activities addressing the pupil’s individual needs;

  • education and career planning classes conducted as part of: 

    • psychological and educational support;

    • career guidance for pupils in Grades VII and VIII of the primary school, and in post-primary schools (stage I sectoral vocational schools, general secondary schools and technical secondary schools);

• the scope of collaboration between teachers and specialists and the pupil’s parents in the performance of special education tasks.

 

 

Depending on the needs, the programme also specifies:

• the scope of collaboration with external institutions: 

  • counselling and guidance centres;

  • in-service teacher training institutions;

  • non-governmental organisations;

  • other institutions working for families, children and young people;

  • in the case of mainstream and integration institutions: special school centres for education and care, youth education centres and youth social therapy centres;

• the form of, and adjustments to be made in the organisational conditions for the education process, including the use of technologies supporting teaching and learning, depending on the type of the pupil’s disability;

• selected preschool education or school classes / activities which are conducted on a one-to-one basis with the pupil or in a group of up to 5 pupils (if this is recommended in the SEN statement or in the multifaceted specialist assessment of the pupil’s functioning).

Such programmes are developed for a period:

• for which a SEN statement is issued;

• which cannot exceed the length of a given stage of education.

Multifaceted specialist assessment of pupil performance

As part of a multifaceted specialist assessment of pupil performance, a team of teachers, a class tutor and specialists working with the pupil regularly monitors the implementation of an individualised education and therapy programme and the progress made by the pupil in special education. 

A multifaceted specialist assessment: 

• takes place before the development of an individualised education-and-therapy programme for the pupil and, subsequently, is conducted as often as necessary, but at least twice in a school year;

• may also be conducted at the request of the pupil’s parents or the adult learner concerned;

• may involve, where necessary, staff of a counselling and guidance centre, including a specialist centre;

• provides the basis for any necessary adjustments to the individualised education-and-therapy programme. 

As part of the assessment, the team:

• assesses individual developmental and educational needs, strengths, predispositions, interests and aptitudes or talents of the pupil;

• defines the scope and nature of support to be provided by teachers, specialists, teacher assistants or other teaching support staff;

• identifies reasons behind school failure or difficulties in the pupil’s functioning, including barriers and constraints which make it difficult for the pupil to function and participate in the life of the (nursery) school;

• for the pupil taking selected preschool education classes or school classes / activities individually or in a group of up to 5 pupils: additionally, identifies reasons behind the pupil’s difficulties in participating in classes / activities conducted together with a preschool or school class or group; and outcomes of measures taken to overcome such difficulties.

The same arrangements are in place for children in preschool education who have a SEN statement.

Rehabilitation classes / activities

Rehabilitation classes / activities are conducted for pupils with disabilities, regardless of the type of school they attend.

Rehabilitation classes / activities:

• comprise therapy and rehabilitation activities;

• are conducted by teachers and specialists who are trained to work with children with a given type of disability and to conduct a given type of classes;

• may be conducted on a one-to-one basis or for a group of children, depending on their needs.

The type, duration and form (one-to-one or group classes) of rehabilitation classes / activities are specified in an individualised education-and-therapy programme.

The programme of rehabilitation classes / activities should focus, in particular, on the development of the pupil’s communication skills through the following types of activities:

• for blind pupils: learning spatial orientation and movement, the Braille alphabet or other communication methods;

• for disabled pupils with speech disorders or inability to speak: learning the sign language or other communication methods, and in particular, alternative augmentative communication (ACC) methods;

• for pupils with autism, including Asperger’s syndrome: activities developing social skills, including communication skills.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym)  

The minimum number of hours for rehabilitation classes per week for pupils with disabilities attending mainstream or integration classes in a primary or post-primary school is 2 hours per pupil.

(Regulation of the Minister of National Education of 3 April 2019 on the outline timetables for public schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 3 kwietnia 2019 r. w sprawie ramowych planów nauczania dla publicznych szkół).

Rehabilitation classes / activities for children with disabilities who have a statement of special educational needs (SEN statement) are also compulsory in nursery schools and alternative preschool education settings, but the legislation does not set the minimum number of hours for such classes / activities per week. The number of hours allocated to such classes / activities and their duration should be adjusted to the child’s individual needs.

The outline timetable also includes the following elements:

• the minimum number of hours for career guidance classes per week;

• psychological and educational support classes / activities;

• classes in a national or ethnic minority language or a regional language and in the history and culture of the minority / regional language community;

• classes in the geography of the country with which national minority pupils identify themselves in cultural terms;

• sporting activities in sport classes and schools and sport championship classes and schools;

• additional educational classes and sign language classes where the body administering a given school / institution has allocated hours for such classes.

Primary school pupils with a mild intellectual disability are not required to learn a second foreign language (regardless of the type of school or class they attend). However, the pupil / learner may learn a second foreign language at the request of the pupil’s parents or the adult learner. If the pupil / learner does not learn a second foreign language, he / she attends classes in technology.

Resocialisation or social therapy classes / activities

Young people who are socially maladjusted or at risk of social maladjustment attend resocialisation or social therapy classes, respectively, and participate in other therapeutic activities. Such classes / activities develop life skills which help them function properly in their family and social environments.

Additional staff

The school education legislation provides for the employment of support staff for special education:

• teachers trained in special education;

• specialists;

• teacher assistants.

Mainstream nursery schools with integration classes, integration nursery schools, mainstream schools with integration classes and integration schools employ special education teachers. They support teachers in providing integrated education in line with the recommendations made in statements of special educational needs (SEN statements).

Nursery schools and schools are required to employ additional staff in the following cases specified in the legislation: 

• an additional teacher with a qualification in Special Education if education is provided in an integration class; 

• an additional teacher with a qualification in Special Education or a specialist, or a teacher assistant if education is provided in a mainstream class (depending on the needs, the school head decides which of the staff categories listed is employed and for how many hours, and assigns tasks to the person concerned, based on recommendations in a SEN statement and results of a multifaceted specialist assessment; nursery schools / schools are required to employ additional staff for pupils with autism, including Asperger's syndrome, and pupils with multiple disabilities; 

• a teacher assistant if education is provided in a special class of a mainstream nursery school and in Grades I to IV of a primary school for pupils with the following types of disability: 

• moderate or severe intellectual disability, 
• motor disability,
• autism, including Asperger’s syndrome, 
• multiple disabilities. 

If this is justified by the needs of pupils, it is possible to employ additional staff in any other case with the consent of the body administering a given nursery school or school. 

Together with other teachers and specialists, additional teaching staff who have a qualification in Special Education:

• conduct classes;

• conduct integrated activities and classes as specified in individualised education-and-therapy programmes;

• conduct child-raising activities for pupils.

Furthermore, depending on the needs, additional teaching staff: 

• participate in classes and integrated activities and classes which are included in individualised education-and-therapy programmes and are conducted by other teachers and specialists in accordance with the decision of the head of a nursery school, a school or an alternative preschool education setting;

• help teachers and specialists to choose forms and methods of work with pupils in special education.

The head of a (nursery) school or an alternative preschool education setting assigns tasks to specialists and a teacher assistant. 

The piloting of a new non-teaching position in the school education system, an assistant for a pupil with special educational needs, will be completed in 2023. Nursery schools and various types of schools currently employ 640 assistants who have received appropriate training. Findings from the ongoing pilot project will provide the basis for systemic solutions in this area.

The pilot project is co-funded by the State budget and the European Social Fund (Project ‘Assistant for a pupil with special educational needs’ / "Asystent ucznia o specjalnych potrzebach edukacyjnych”; information in Polish only). 

Moreover, the parents of a child with a disability may apply to the local welfare centre to hire a disabled person’s assistant.

The tasks of a disabled person’s assistant are to:

• facilitate participation in social life for the person with a disability;

• provide care services;

• provide support to the family of the person with a disability.

(Article 50, Welfare Act of 12 March 2004 (as subsequently amended /  Ustawa z dnia 12 marca 2004 r. o pomocy społecznej)

(Regulation of the Minister of Social Policy of 22 September 2005 on specialised care services (as subsequently amended) / Rozporządzenie Ministra Polityki Społecznej z dnia 22 września 2005 r. w sprawie specjalistycznych usług opiekuńczych)  

Disabled persons’ assistants are not employees of an educational institution. They may only perform their tasks on its premises in consultation with the head of the institution.

Adjustments and adaptations facilitating access to external examinations

Conditions in which external exams (including the eighth-grader, maturity and vocational exams) are taken can be adapted for pupils with special educational needs who: 

• have a statement of special educational needs (SEN statement); 

• have a statement recommending individualised learning; 

• are temporarily ill or unfit; 

• have a chronic illness; 

• have specific learning difficulties (dyslexia, dysgraphia, dyscalculia); 

• receive educational and psychological support at school in the year when the exam is conducted due to:

  • adaptation difficulties related to previous education abroad; 

  • language disorders; 

  • a crisis or traumatic situation experienced; 

• are foreign nationals and have reading comprehension difficulties due to the limited knowledge of the Polish language; 

• are Ukrainian nationals; 

• have colour blindness / colour vision deficiencies; or

• in other specific random-event or health-related cases: decisions in such cases are taken by the director of the competent Regional Examination Board at a reasoned request from the head of the school. 

The form of an exam can be adjusted for pupils and school leavers with disabilities. 

The following adjustments can be made to the conditions:

• minimise limitations resulting from a disability, social maladjustment or the risk of social maladjustment;

• provide an appropriate place of work adapted to the educational needs and psychological and physical abilities of the pupil or school leaver taking the exam;

• use suitable specialised equipment and educational resources;

• extend the duration of the exam;

• adjust the rules for assessing solved tasks to educational needs and psychological physical abilities of the pupil or school leaver taking the exam;

• during exams: ensure the presence and assistance of a teacher who helps with writing and reading, depending on the type of disability, social maladjustment or the risk thereof, if it is necessary to communicate with the pupil or school leaver taking the exam or to use specialist equipment and resources; involve a specialist in a particular type of disability if it is necessary for communication or for the use of specialist equipment and resources.

To adjust the form of an external exam for pupils and school leavers with disabilities, separate examination sheets are prepared which are suitable for a particular kind of disability. However, no separate sheets for the maturity and vocational exams are prepared for school leavers who have a SEN statement due to a mild intellectual disability.

Children and young people with a moderate, severe or profound intellectual disability do not take external exams.

Pupils with a SEN statement who have multiple disabilities may be exempt from the compulsory eighth-grader exam, by a decision of the head of the Regional Examination Board, also in case they do not suffer from a moderate or severe intellectual disability. Such a decision can be taken at the request of the pupil’s parents approved by the head of the school.

(Chapter 3B of the School Education Act of 7 September 1991 (as subsequently amended) / ustawa z dnia 7 września 1991 r. o systemie oświaty)

The Director of the Central Examination Board publishes in the Public Information Bulletin an announcement with details about adjustments in the conditions and forms of a given exam. 

(Announcements of the Director of the Central Examination Board; available in Polish only)

Adaptations in buildings and learning space

Buildings which house nursery schools, schools and other educational institutions within the school education system should be accessible to all, including people with disabilities. Related requirements are set out in the legislation.

(Act of 19 July 2019 on the Access for People with Special Needs / ustawa z dnia 19 lipca 2019 r. o zapewnianiu dostępności osobom ze szczególnymi potrzebami)

Information on access requirements (available in Polish only).

The legislation sets requirements concerning buildings and rooms for conducting classes and activities with children and young people. 

(Art. 126 and 168 of the Act of 14 December 2016, The Law on School Education (as subsequently amended) / ustawa z dnia 14 grudnia 2016 r. ‒ Prawo oświatowe)

(Regulation of the Minister of National Education and Sport of 31 December 2002 on the safety and hygiene in public and non-public schools and educational institutions (as subsequently amended) / rozporządzenie Ministra Edukacji Narodowej i Sportu z dnia 31 grudnia 2002 r. w sprawie bezpieczeństwa i higieny w publicznych i niepublicznych szkołach i placówkach)

The legislation also sets detailed requirements concerning premises for alternative preschool education settings.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, conditions for the establishment and organisation of such settings and their organisational arrangements (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania).

Mainstream public and non-public nursery and primary schools may provide early childhood development support if they have:

• staff with qualifications required to conduct early childhood development classes / activities;

• premises to conduct early childhood development classes / activities on a one-to-one basis and in groups;

• specialist equipment and educational resources suited to children’s developmental and educational needs and physical and psychological abilities.

(Regulation of the Minister of National Education of 24 August 2017 on the provision of early development support for children / Rozporządzenie Ministra Edukacji Narodowej z dnia 24 sierpnia 2017 r. w sprawie organizowania wczesnego wspomagania rozwoju dzieci).

The work to develop standards for accessible school, covering access in terms of physical environment, education and social participation, and regarding the organisation of school and procedures, will be completed in 2023. The model developed has been tested in 169 primary schools.

The activities are co-funded by the State budget and the European Social Fund (Projects ‘Accessible School’ / ‘Dostępna szkoła’ in the Warsaw region and ‘Accessible School’ / ‘Dostępna szkoła’ in the Rzeszów Region; information in Polish only). 

Monitoring and assessment of effectiveness of special education

The team of teachers, a class or group tutor and specialists working with a pupil participating in special education meets to discuss the pupil’s progress. The frequency of meetings depends on the needs, but they are held at least twice in a school year.

The work of the team is coordinated by:

• the class tutor in a school, or

• the group tutor in a nursery school or another educational institution, or

• another teacher or specialist working with the pupil, appointed by the head of the (nursery) school or another institution or the person managing the alternative preschool education setting.

Team meetings may be attended by:

• one of the parents,

• the adult learner concerned;

• a representative of a counselling and guidance centre or a teacher assistant (at the request of the head of the (nursery) school or institution or the person managing the alternative preschool education setting);

• another person, for example, a medical doctor, psychologist, pedagogue, speech therapist or another specialist (at the request of, or with the consent from, the pupil’s parents or the adult learner concerned).

The team conducts a periodic multifaceted specialist assessment of the pupil’s performance / functioning.  

Parents and adult learners may participate in:

• the team’s meetings;

• the development of the individualised education-and-therapy programme for the pupil / learner;

• revision of the programme;

• a multifaceted specialist assessment.

Parents and adult learners receive a copy of the multifaceted specialist assessment report.

Duration of special education

Special education is provided to disabled and socially maladjusted pupils or those at risk of social maladjustment in mainstream and integration schools until the end of the school year in the calendar year when they reach:

• 20 years of age: in the case of the primary school;

• 24 years of age: in the case of post-primary schools.

(Regulation of the Minister of National Education of 9 August 2017 on the conditions for the provision of education and care to children and young people who are disabled, socially maladjusted or at risk of social maladjustment (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 9 sierpnia 2017 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym)

Pupils with disabilities in all types of schools and pupils in schools within district education centres, juvenile detention centres and juvenile shelter care homes may have the period of education extended by one year at each stage of education, with a proportional increase in the number of compulsory class classes. As of 1 September 2023, it is possible to extend the period of education in a post-primary school by 2 years if the pupil did not benefit from such an extension at the previous education stages. However, as earlier, the period of education should end in the school year when the pupil reaches the age of 24. 

A decision to extend the period of education is made by:

• for pupils with disabilities: the school’s teaching council upon approval from the team of teachers and specialists working with the pupil and with his/her parents’ consent;

• for pupils in district education centres, juvenile detention centres or juvenile shelter care homes: the school head after consultation with the school’s teaching council.  

Such decisions are taken not later than:

• in the primary school: by the end of February in a given school year, for Grades III and VIII respectively;

• in post-primary schools: by the end of February in the final year of education.

(Regulation of the Minister of National Education of 3 April 2019 on the outline timetables for public schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 3 kwietnia 2019 r. w sprawie ramowych planów nauczania dla publicznych szkół)

Size of groups and classes

Mainstream classes

The legislation specifies the number of pupils in a mainstream group or class only for alternative preschool education settings, and preschool classes and Grades I to III of the primary school.

The number of pupils in an alternative preschool education setting ranges between 3 and 25.

(Regulation of the Minister of National Education of 28 August 2017 on the types of alternative preschool education settings, the conditions for the establishment and organisation of such settings and their operational arrangements (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 sierpnia 2017 r. w sprawie rodzajów innych form wychowania przedszkolnego, warunków tworzenia i organizowania tych form oraz sposobu ich działania)

The number of children per class in a mainstream nursery school may not exceed 25. A nursery school class consists of children of similar ages, and the grouping is based on children’s needs, interests, abilities and the type of disability.

The number of children per mainstream class for Grades I to III of the primary school may not exceed 25.

Where a pupil living in the school’s catchment area should join a class of 25 pupils, the school head splits the class after informing the parents’ council of the class.

The school head does not have to split the class in case:

• a request to this effect is submitted by the parents’ council of the class;

• the body administering the school gives its consent;

• the number of pupils will not exceed 27.

There are no regulations on the size of mainstream classes for Grades IV to VIII of the primary school or for post-primary schools.

Integration classes

An integration class in a (nursery) school is a class where disabled pupils with a statement of special educational needs (SEN statement) learn together with their peers without a disability. The maximum number of pupils in an integration class is 20, including up to 5 pupils with disabilities.

An integration school (or nursery school) is an institution which has only integration classes. Mainstream schools and nursery schools with integration classes are those which have both mainstream and integration classes.

(Regulation of the Minister of National Education of 28 February 2019 on the detailed organisational arrangements of public schools and public nursery schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 28 lutego 2019 r. w sprawie szczegółowej organizacji publicznych szkół i publicznych przedszkoli)  

In the school year 2023/2024, there are 576 integration nursery schools and schools (1.4% of all nursery schools and schools) and 2,539 mainstream nursery schools and schools with integration classes (6% of all nursery schools and schools for children and young people). 

Special classes

Special classes in mainstream nursery schools and schools are established only for disabled pupils with a SEN statement, except for pupils with a mild intellectual disability for whom such classes are not established in nursery schools.

The number of pupils in special classes in mainstream nursery schools and schools varies depending on the type of disability and is equal to the number of pupils in such classes in special nursery schools or schools respectively.

In the school year 2023/2024, there are 101 mainstream nursery schools and 132 mainstream schools with special classes (0.5% of all nursery schools and schools for children and young people).  

The school education system may also include mainstream nursery schools and schools which have both integration and special classes. 

In the school year 2023/2024, there are 118 mainstream nursery schools and 123 mainstream schools with integration and special classes (0.6% of all nursery schools and schools for children and young people). 

In the school year 2023/2024, in total, 48,709 pupils with a SEN statement attending mainstream nursery schools and schools (22.6% of the pupils participating in special education in those nursery schools and schools) were enrolled in a non-mainstream class, including: 

• 45,087 pupils (20.1%) in integration classes; 

• 3,622 pupils (1.7%) in special classes. 

  • this is a Ministry of Family and Social Policy programme for all pupils; 

  • a benefit of PLN 300 is awarded once a year for each child attending school until he/she reaches the age of 20; 

  • pupils with disabilities may benefit from the Programme for a longer period: until they reach the age of 24. 

  • all primary school pupils are entitled to receive free textbooks, educational resources and exercise books, which are provided by the school; 

  • schools receive for this purpose a targeted State-budget subsidy which can be increased for pupils with disabilities; 

(Source: School Education Information System / System Informacji Oświatowej)

Core curriculum 

Children with disabilities follow the same core curriculum for preschool education as children without disability.

(Annex No. 1 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej)

Children with disabilities whose intellectual development corresponds to their age or children with a mild intellectual disability follow the same core curricula as their peers without a disability: the core curriculum for general education in primary schools and post-primary schools of a given type, and the core curriculum for vocational education in vocational schools.

(Annexes 2, 4 and 6 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended)

(Regulation of the Minister of National Education of 31 March 2017 on the core curriculum for training for individual occupations (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 31 marca 2017 r. w sprawie podstawy programowej kształcenia w zawodach)

(Regulation of the Minister of National Education of 16 May 2019 on the core curricula for vocational sector-based education and additional vocational skills for selected occupations (as subsequently amended) / Rozporządzenie Ministra Edukacji Narodowej z dnia 16 maja 2019 r. w sprawie podstaw programowych kształcenia w zawodach szkolnictwa branżowego oraz dodatkowych umiejętności zawodowych w zakresie wybranych zawodów szkolnictwa branżowego)

Pupils with a moderate or severe intellectual disability follow a separate core curriculum for general education in primary schools and special schools preparing for employment. 

(Annexes 3 and 5 to the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum for preschool education and the core curriculum for general education in primary schools, incl. for pupils with moderate and severe intellectual disabilities, and for general education in stage I sectoral vocational schools, general education in special schools preparing for employment, and general education in post-secondary schools (as subsequently amended)

Education for pupils with a moderate or severe intellectual disability aims to:

• build their identity;

• develop their autonomy and a sense of dignity;

• prepare them to function in society and understand and respect social norms;

• provide them with the skills and knowledge that will enable them to enjoy freedom and human rights within their individual capacities and perceive themselves as independent individuals.

It is important to ensure that pupils:

• are able to communicate, verbally or non-verbally, with their environment to the fullest possible extent, using well-known communication methods (including alternative augmentative communication (ACC) methods);

• achieve maximum independence in fulfilling their basic existential needs;

• are as resourceful in daily life as possible considering the level of their fitness and abilities, and have a sense of dignity and self-determination;

• can participate in various forms of social life on an equal footing together with other members of a community, while being aware of, and respecting, generally accepted norms of co-existence, and keeping their individuality;

• understand, insofar as possible, social and natural phenomena in their environment;

• can acquire skills and learn to do activities which will be useful in their future adult life;

• have an accurate self-assessment, based on a sense of positive self-esteem and the ability to see their strengths and weaknesses.

At the primary school stage, there are separate classes / activities for pupils with a moderate or severe intellectual disability:

• educational classes: 

  • personal and social functioning classes;

  • classes developing communication skills;

  • classes developing creativity;  

  • physical education;

  • ethics;

• rehabilitation classes / activities.  

Curricula, textbooks, educational resources and exercise books

Teachers are free to choose curricula and can: 

• develop a curriculum individually or in cooperation with other teachers;

• propose a curriculum developed by (an)other author(s), for example, choosing one from among those available on the market;

• propose a curriculum developed by (an)other author(s), together with their own modifications, indicating suggested changes and explaining reasons behind them.

A curriculum proposed by the teacher should be suitable for the needs and abilities of pupils.

Teachers may decide to use a textbook, educational resources or exercise books in implementing the curriculum. They may also decide not to use a textbook, educational resources or exercise books.

Teachers are free to choose textbooks, educational resources and exercise books, curricula and teaching approaches and methods. However, they should consider pupils’ individual developmental and educational needs and psychological and physical abilities.

(School Education Act of 7 September 1991 (as subsequently amended) / ustawa z dnia 7 września 1991 r. o systemie oświaty) 

In 2019, the Ministry of Education and Science established the Integrated Education Platform (Zintegrowana Platforma Edukacyjna, available in Polish only). It offers free educational resources and exercise books for general education at all education levels and for vocational education, which can be used by teachers, parents and pupils themselves. The resources are accessible anytime through various devices (a desktop computer, laptop, smartphone, an interactive board) and can be printed in a PDF version. They help develop skills and build knowledge of pupils through diverse forms of activity and communication, interactive exercises and multimedia materials. The Platform enables teachers to prepare interdisciplinary lessons, their own versions of textbooks, group and individual work.

The resources available on the Platform are created in line with the standards of the Web Content Accessibility Guidelines (WCAG). Thus, they can be used by pupils with special educational needs. The Platform contains, for example, resources in an easy and accessible language, the Polish sign language and the Ukrainian language.

The Platform also hosts a page ‘School for You’ (Szkoła dla Was) with a section ‘Preparatory Units” (‘Oddziały przygotowawcze’) (available in Polish only). It provides resources and links to free textbooks and educational resources for teaching Polish as a foreign language to children and young people, and information on fee-free Polish and English language classes for people from Ukraine.

The Platform enables users to:

• create their own e-resources, using a creation tool;

• edit resources available on the website for their own needs, using a so-called ‘portfolio’ mechanism;

• make e-resources available to other users and check results;

• have communication in real time between teachers and pupils;

• create their own videoconferences and post links to meetings scheduled in a calendar.

The resource database and functionalities are being developed on an ongoing basis.

Textbooks, educational resources, exercise books and supplementary books adapted to educational needs and psychological and physical abilities of pupils are co-financed by the State budget. This is done through:

• the “Good Start” Programme (“Dobry start”) 

• a targeted subsidy:

(Art. 55 of the Act of 27 October 2017 on the Financing of School Education Tasks (as subsequently amended) / (Ustawa z dnia 27 października 2017 r. o finansowaniu zadań oświatowych)

(Regulation of the Council of Ministers of 11 May 2023 on the maximum amounts of the targeted subsidy granted to schools for the provision of textbooks, educational resources and exercise books / Rozporządzenie Rady Ministrów z dnia 11 maja 2023 r. w sprawie maksymalnych kwot dotacji celowej udzielanej na wyposażenie szkół w podręczniki, materiały edukacyjne I materiały ćwiczeniowe)

• contracts awarded by the minister responsible for school education for the development, production and distribution of textbooks, educational resources and exercise books or supplementary books, or their parts; .

  • development of textbooks, educational resources and supplementary books commissioned by the minister responsible for school education, which are adapted to the educational needs of pupils with learning or communication difficulties, including those resulting from disabilities, and which are available for free download from an IT system; various learning resources have been developed for pupils’ diverse educational needs: 

    • adapted textbooks, educational resources and exercise books in the Braille alphabet for blind pupils; 

    • adapted textbooks, educational resources and exercise books with large print; 

    • adapted textbooks, educational resources and exercise books with Picture Communication Symbols (PSC) and in the Polish sign language; 

    • educational resources and exercise books in an easy to read (ETR) language; 

    • “Sign with us”: a Polish sign language course (“Migaj razem z nami” - kurs polskiego języka migowego, PJM; information in Polish only); 

    •  Accessible reading-list literature (Lektury dostępne; information in Polish only); 

    • Exercise books for pupils with a moderate or severe intellectual disability (worksheets,). 

“The government programme for pupils with disabilities: financial support for the purchase of textbooks, educational resources and exercise books in the years 2023-2025” (“Rządowy program pomocy uczniom niepełnosprawnym w formie dofinansowania zakupu podręczników, materiałów edukacyjnych i materiałów ćwiczeniowych w latach 2023–2025”; information in Polish only) is aimed at post-primary school pupils with disabilities participating in special education. 

Rehabilitation-and-education classes / activities

Children and young people with a profound intellectual disability attend the compulsory one-year preschool preparatory classes and participate in full-time and part-time compulsory education in the form of one-to-one or group rehabilitation-and-education classes / activities (2 to 4 participants per group). 

Such classes / activities may also be conducted in mainstream nursery schools and schools, but not for disabled and non-disabled peers jointly.

Rehabilitation-and-education classes / activities for children and young people with a profound intellectual disability can be organised:

• from the beginning of the school year in the calendar year in which the child reaches the age of 3;

• until the end of the school year in the calendar year in which the pupil / learner reaches the age of 25.

Rehabilitation-and-education classes / activities aim to:

• support children and young people with a profound intellectual disability;

• develop their interest in the environment;

• develop, insofar as their abilities allow it, their independence from other people in everyday life.

Classes / activities are based on an individualised programme (in such cases, there is no core curriculum for general education) and focus, in particular, on:

• learning to make contact with others in a way suited to participants’ needs and abilities;

• shaping the way of communication with the environment at a level suited to individual abilities of participants;

• kinesiotherapy and psychomotor education developing gross and fine motor skills; developing body and spatial orientation;

• preparing participants to gain optimal independence in everyday life;

• developing participants’ interest in the environment, multi-sensory environmental cognition; learning to understand changes in the environment; developing skills necessary to function in the environment;

• developing the ability to co-exist in a group;

• learning to take intentional action suited to the age, abilities and interests of participants and their level of activity.

An individualised programme is: 

• developed by teachers conducting classes / activities, in cooperation with psychologists and, depending on the needs, other specialists; 

• based on an assessment / diagnosis and recommendations made in a statement recommending rehabilitation-and-education classes, and on the observation of pupils / learners.

Progress made by children and young people with a profound intellectual disability who attend rehabilitation-and-education classes / activities is periodically assessed. The rules of assessment are the same regardless of the type of educational institution conducting such classes / activities.

Each pupil / learner attending such classes / activities has a separate observation sheet where teachers record information about:

• changes in gross motor skills (posture, locomotion and motor coordination);

• changes in fine motor skills (coordination of arm movements, visual-motor coordination, manipulation);

• activity initiated independently by the pupil (non-directed activity);

• focusing attention during spontaneous activity (when playing and performing tasks), including the attention span;

• collaboration in various situations, including its duration;

• learning new skills (pace, permanency, degree of difficulty);

• dominant mood and emotions;

• readiness for contact (kinds and directions of contacts);

• self-service skills;

• participation in cleaning activities;

• problem behaviour (description of problem behaviour and situations where it occurs, teacher’s response to problem behaviour, changes in behaviour);

• ways of communicating;

• other significant behaviours.

At least twice in a school year, teachers conducting classes / activities carry out a periodic assessment of the pupils’ functioning, which is based on class documentation, including an individualised learning programme. Where necessary, they modify the individualised programme of classes / activities.

In the school year 2023/2024, 7,770 pupils / learners participate in rehabilitation-and-education classes / activities.

(Regulation of the Minister of National Education of 23 April 2013 on the conditions and organisational arrangements for rehabilitation-and-education classes for children and young people with a profound intellectual disability / Rozporządzenie Ministra Edukacji Narodowej z dnia 23 kwietnia 2013 r. w sprawie warunków i sposobu organizowania zajęć rewalidacyjno-wychowawczych dla dzieci i młodzieży z upośledzeniem umysłowym w stopniu głębokim).